비대면 일본어수업에 대한 학습자 만족도 조사 - JLPT 문법수업 피드백을 중심으로

Abstract

This paper is a practical study of Japanese language education at a university in the first semester of 2021 under COVID19. The purpose of this study is to consider the lesson satisfaction of learners (Japanese majors) who are about to take the JLPT exam during non-face-to-face Japanese lessons focusing on the evaluation of teachers' feedback. This practice is not a regular class but a special lecture. The content is centered on grammar and sentence patterns in the "Language Knowledge Area" of the JLPT. The learner first watched the video, solved the mock exam of the designated teaching materials, and then conducted a real-time online lesson (ZOOM). The students were flip-learning class in which they asked and answered questions while listening to the teacher's class. The learner survey conducted after the class is divided into a preliminary survey about what they liked and a satisfaction survey. First, in the preliminary survey, the likability was examined in five stages regarding the time taken, the content of the lesson, the professor in charge, the designated teaching materials, and the progress. As a result, it was found that the students were not dissatisfied with the whole class. In the satisfaction survey, satisfaction was examined by classifying the lesson method, lesson content, lecture target, teacher in charge, and evaluation. First, in [Class method], the degree of satisfaction with video, ZOOM, and LMS was examined. Then, in [Class Content], we investigated the class category, content understanding, and feedback. The [Lecture Target] survey consisted of words, grammar, and sentence patterns, and the satisfaction level of the [teacher in charge] included items such as lesson preparation, lesson progress, and question and answer. Finally, in the [Evaluation] item, the evaluation criteria, evaluation method, and satisfaction with the evaluation contents were investigated. 152 日語日文學研究 제121집As a result, the response ratios of the satisfied and dissatisfied groups were almost constant in all questions. Therefore, it was considered that the individual Japanese level and preference of the learner had a stronger influence on the result than the correlation between the lesson satisfaction and the teacher's feedback